Navigating Challenges and Opportunities: English Speaking Experiences of Thai Students in a Multilingual Academic Context at UIN Syekh Wasil Kediri

Auraly, Falya Neha (2026) Navigating Challenges and Opportunities: English Speaking Experiences of Thai Students in a Multilingual Academic Context at UIN Syekh Wasil Kediri. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Multilingual academic environments create both challenges and opportunities for international students in developing English speaking skills. In this context, Thai students at UIN Syekh Wasil Kediri are required to adapt to an academic environment involving Thai, Indonesian, Javanese, and English. These conditions may influence students’ speaking development through linguistic and psychological challenges as well as opportunities provided by multilingual interactions and learning resources. Therefore, this study aims to explore the challenges and opportunities experienced by Thai students in developing English speaking skills within a multilingual academic context. This research employed a descriptive qualitative design. The participants were three Thai students from the English Education Study Program at UIN Syekh Wasil Kediri, selected purposively based on their multilingual learning experiences. Data were collected through in-depth semi-structured interviews and supporting documentation in the form of participants’ most recent English speaking assignment videos. The data were analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. To ensure trustworthiness, this study applied source, methodological, and theoretical triangulation. The findings show that Thai students experience both linguistic and psychological challenges in developing English speaking skills. Linguistic challenges include difficulties in pronunciation, grammar or sentence construction, and maintaining speaking fluency. Psychological challenges involve speaking anxiety, fear of negative evaluation, and low self-confidence, particularly during academic presentations and classroom discussions. Despite these challenges, the multilingual academic environment also provides opportunities through supportive social interaction, translanguaging practices, and digital learning resources such as online dictionaries, translation tools, and artificial intelligence. In conclusion, Thai students experienced both linguistic and psychological challenges in developing English speaking skills, while the multilingual academic environment also provided opportunities through supportive social interaction, translanguaging practices, and digital learning resources.

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